GUIDED MATH AND MATH WORKSHOP A Common Core Approach to Mathematics Instruction
COMMON CORE MATH K-5: THE SHIFT
Greater focus on fewer topics
In grades K–2: Concepts, skills, and problem solving related to addition and subtraction In grades 3–5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions
Coherence: Linking topics and thinking across grades http://www.examiner.com/slideshow/required-fluencies#slide=1 Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity
(http://www.corestandards.org/other-resources/key-shifts-in-mathematics/)
LAYERED STANDARDS BY GRADE LEVEL
http://www.examiner.com/slideshow/required-fluencies#slide=1
WHAT DO THESE SHIFTS MEAN FOR US AS TEACHERS?
We cannot rely on simply teaching students a formula to answer math problems anymore. Students will often need to learn these concepts at varying paces, as not all students will master a deep understanding at the same time.
MATH WORKSHOP: A SMALL-GROUP APPROACH TO TEACHING MATH
Similar to readers and writers workshop
Format: Students receive a 10 minute, whole-class minilesson Students meet with teacher in small group for 15 minutes, then engage in independent practice of concept Students not meeting with teacher are engaged in independent math stations During last 5 minutes, teacher provides whole-class review, closing, and possible preview of next lesson
SO, TO BREAK IT DOWN:
1 Hour of Math Instruction:
10 minute minilesson (whole-class)
3 (15 minute) small group meetings with teacher (45 minutes total)
Other students doing independent practice or stations
5 minute closing
WHY CONSIDER A WORKSHOP APPROACH TO MATH INSTRUCTION? Each student receives small group, needspecific instruction, followed by independent worktime Allows for students to be rotated/moved to different groups by lesson or unit Students are engaged at all times in mathematics practice, and concepts are reinforced daily in stations Students are motivated by the rotation, and manage themselves with little need for teacher interruption
BUT MY DISTRICT USES A TEXTBOOK!
Not necessarily Common-Core Aligned Textbook companies use keyword searches to call their book “Common-Core Aligned.” Use your best judgement.
As long as you are teaching the topics and the vocabulary in book, you can supplement to fit workshop model.
key shift is alignment across grade levels
students need to know strategies and vocabulary specific to your textbook/common core)
http://s277.photobucket.com/user/hannahcabana823/media/math-book.gif.html
WHAT MIGHT THIS LOOK LIKE IN A CLASSROOM?
2nd grade: Lesson: Adding 3 digit numbers without carrying 12:30-12:40 Minilesson 12:40-12:55
12:55-1:10
Group A: Work at Seat Group B: Meet with Miss Schertz Group C: Flashcard Station Group D: Smartboard Station
1:10-1:25
Group A: Meet with Miss Schertz Group B: Flashcard Station Group C: Math Game Station Group D: Work at Seat
Group A: Flashcard Station Group B: Work at Seat Group C: Meet with Miss Schertz Group D: Math Game Station
1:25-1:30 Review/Closing
EACH GROUP’S LESSON:
Group A: Review 2 digit addition and start 3 digit addition without carrying Group B: 3 digit addition without carrying Group C: Quickly go over 3 digit addition without borrowing and start 3 digit addition with carrying in the ones/tens. Group D: 3 digit addition with carrying in ones/tens.
HOW TO GROUP STUDENTS:
Put students in groups of no more than 6 students In my classroom, this means I have 4 groups Students move up or down by unit-of-study based on their need
HOW DO I GET STARTED? Choose your first unit of study. Use a pretest to figure out where students are at.
Group students:
Example: in kindergarten, for a unit on counting, you might use a blank hundreds chart as a pretest
Group 1: Students who can count to 10 or less Group 2: Students who can count between 10-50 Group 3: Students who can count between 51-100 Group 4: Students who can count above 100
Plan lessons and choose materials
If you are required to have grades, choose the materials that you will grade
HOW DO I GET STARTED? CONT.
Choose stations. Spend 1 week teaching students routines and how to work in stations
Teach!
Assess.
GUIDED MATH – SMALL GROUP INSTRUCTION
Guided Math is: a method in which teachers assess students and group them according to their proficiency level. homogenous, yet fluid analogous to Guided Reading (Fountas & Pinnell, 2001) an opportunity to closely observe student work and provide strong support for struggling students (Sammons, 2010)
PLANNING THE LESSON (SAMMON’S GUIDED MATH – 2010) Determine big ideas (based on student need and standards) Decide criteria for success Use assessment information Choose specific teaching points for each group Prepare differentiated lessons; gather materials.
(Sammons, 2010, p. 157)
http://www.triblocal.com/plainfield/community/stori es/2011/02/liberty-third-grade-class-makes-gainswith-guided-math/
QUICK STATION IDEAS Must-Haves: Meet with Miss Schertz Work at Seat (Independent Work Time) Other Options: Flashcard Station Math Game Station Smartboard Station Writing About Math Reading About Math
A First Station Second Station
Monday
Tuesday
Wednesday
Thursday
Friday
Meet with Miss Meet with Miss Meet with Miss Meet with Miss Meet with Miss Schertz Schertz Schertz Schertz Schertz Work at Seat Work at Seat Work at Seat Work at Seat Work at Seat
Third Station
Flashcard Station
Smartboard Station
Flashcard Station
Math Game Station
Flashcard Station
B
Monday
Tuesday
Wednesday
Thursday
Friday
First Station Second Station Third Station
Flashcard Smartboard Flashcard Math Game Flashcard Station Station Station Station Station Meet with Miss Meet with Miss Meet with Miss Meet with Miss Meet with Miss Schertz Schertz Schertz Schertz Schertz Work at Seat Work at Seat Work at Seat Work at Seat Work at Seat
C
Monday
Tuesday
Wednesday
Thursday
Friday
First Station
Working at Seat Math Game Station Meet with Miss Schertz
Working at Seat Smartboard Station Flashcard Station
Working at Seat Flashcard Station Meet with Miss Schertz
Working at Seat Math Game Station Flashcard Station
Working at Seat Smartboard Station Meet with Miss Schertz
D
Monday
Tuesday
Wednesday
Thursday
Friday
First Station
Working at Seat Flashcard Station Smartboard Station
Working at Seat Math Game Station Meet with Miss Schertz
Working at Seat Book Station
Working at Seat Flashcard Station Meet with Miss Schertz
Working at Seat Book Station
Second Station
Third Station
Second Station Third Station
Smartboard Station
Math Game Station
TIPS:
Choose stations that:
you don’t need to change often students know routines and can get started quickly and independently much less time consuming for you more time spent planning quality small group lessons
don’t require paperwork too much paper going through room have to worry about collecting/grading/checking/returning
WHERE DO I GET MY MINILESSONS?
Textbook
If your district uses a textbook, it is easy to use the introduction to a lesson, along with a few problems on the smartboard/whiteboard to create a minilesson
Make your own to supplement textbook, if necessary Websites such as SmartExchange Brainpop and Brainpop, Jr. have great math videos to help create minilessons
HOW DO I ASSESS?
Diagnostic assessment:
Can happen at beginning of each unit/quarter/semester
Formative assessments: Independent work Station quick checks
Journal checks 1 minute math-fact fluency checks
Summative assessments:
Unit tests
*And of course, informal observation of students!
RESOURCES: Van de Walle, J., Karp, K. & Bay-Williams, J. (2011). Elementary and middle school mathematics: Teaching developmentally. Pearson: New York. Sammons, L. (2010). Guided math: A framework for mathematics instruction. Shell Education: Huntington Beach, CA. Diller, D. (2010). Math work stations: Independent learning you can count on, K-2. Stenhouse: Portland, ME. Hernandez, T. (2011). Liberty third grade class makes gains with guided math. Chicago Tribune. http://www.chicagotribune.com/news/local/suburbs/pl ainfield/
